title: Anatomy and physiology for nursing students: is problem-based learning effective?
abstract: This study investigated whether problem-based learning (PBL) was an effective strategy for nursing students learning anatomy and physiology. Anatomy and physiology are subject areas that have posed long standing difficulty for nursing students. Since anatomy and physiology underpin clinical decision making it is important that nursing students are able to understand and retain this knowledge and apply it to practice. Problem-based learning offers potential advantages for teaching anatomy and physiology as clinical cases can provide the impetus for student problem solving. This project trialled a simple PBL scenario and investigated students' response to the task of problem solving in a laboratory setting adapted to simulate a hospital ward. The study found students learn better, retain the knowledge and merge theory with simulated practice when a PBL teaching mode is used. While PBL was effective, blended, web based and hybrid PBL models warrant investigation.
authors.affiliation: PhD RN, School of Nursing and Midwifery, Flinders University,Adelaide, South Australia, Australia. E-mail: lidia.mayner@flinders.edu.au.
authors.forename: Lidia
authors.initials: L
authors.lastname: Mayner
authors.forename: David
authors.initials: D
authors.lastname: Gillham
authors.forename: Julita
authors.initials: J
authors.lastname: Sansoni
mesh_terms: D000715:Anatomy / Q000193:education*; D004506:Education, Nursing / Q000379:methods* / Q000592:standards*; D010827:Physiology / Q000193:education*; D018794:Problem-Based Learning